2026· International journal of research and innovation in social science· Vol 10, pp. 872-899· 0 citations
Abstract
This systematic literature review (SLR) synthesises global research on the discursive construction of professional identities among English as a Second Language (ESL) educators between 2016 and 2026. Following the PRISMA 2020 protocol, this study rigorously screened 210 records from the Scopus and Web of Science (WoS) databases, resulting in the selection of 30 peer-reviewed articles for final synthesis. The review addresses three core research questions, mapping contemporary trends, methodological frameworks, and the intersecting contextual factors that shape the professional identities of ESL educators. The findings reveal that professional identity is not a static construct but a dynamic, negotiated process of "identity work" occurring at the intersection of five emerging pillars: Teacher Education & Development, Institutional Power & Constraints, Emotional Labour & Well-being, Linguistic Ideology & Marginalisation, and Digital Pedagogy & Technology. The synthesis indicates that while narrative and phenomenological inquiries remain dominant, there is a clear trend toward micro-discursive and multimodal methodologies. Crucially, the review highlights that ESL educators’ identities are continuously shaped by the tension between institutional accountability and personal agency. However, there remains a critical gap in understanding how intersecting dynamics such as academic hierarchies, linguistic ideologies, and institutional precarity are navigated within the multiculturally unique tertiary institutions of Southeast Asia. Future empirical research must explore how ESL educators in these stratified settings negotiate their complex and competing professional identities and agency discursively.
Research on collaborative learning in primary schools has grown substantially over the past decade, but its epistemological depth and global representation remain uneven. This article maps the developmental trajectory of collaborative learning research in primary schools from 2010 to 2026 and identifies the research gaps that remain open. Based on a systematic review of 198 Scopus-indexed articles following the PRISMA protocol, the analysis identifies five developmental phases that reflect shifts in epistemological focus rather than chronology alone: the exploration of dialogic technology (2010–2014), the structuring of cooperative models (2015–2019), pandemic-driven disruption and digitalization (2020–2022), the integration of social-emotional and artificial intelligence approaches (2023–2024), and an emerging orientation toward inclusivity and sustainability (2025–2026). The analysis further identifies three clusters of structural gaps: theoretical (the dominance of Western frameworks and the scarcity of locally grounded models), methodological (the predominance of short-term designs and limited analysis of interaction processes), and practical (the absence of cost-effectiveness studies and limited research in marginalized school contexts). In the Indonesian context, the most salient gap is the absence of a collaborative learning model that systematically incorporates the value of gotong royong (communal mutual assistance) as a pedagogical foundation. This gap suggests a concrete direction for future theory-building and empirical validation in Southeast Asia.
Amri Saputra, Dini Cahyati, Shukri Bin Suparti· Pedagogik Journal of Islamic...· 0 citations
This study maps the intellectual evolution of educator work engagement research in Indonesia over the past decade (2014-2025) to critique the dominance of managerialistic perspectives. Using a Bibliometric-based Systematic Review approach, 57 reputable empirical journal articles were extracted from the Scopus database. Co-occurrence network analysis and thematic evolution mapping via RStudio and VOSviewer reveal a sharp structural fragmentation between teacher performance stressors and lecturer functional tensions. Qualitative synthesis identifies a three-phase evolutionary shift: from (1) normative operational compliance, (2) system justice prerequisites, toward (3) cross-sectoral innovation and mental well-being creation. Empirically, this study proves the existence of a managerial bias, where 63% of structural studies measure engagement purely for institutional accreditation targets, neglecting organic well-being preservation. This article proposes a Contextualized Engagement Evolution Model and formulates three moderated-mediation propositions for future research, recommending a recalibration of educational governance that not only demands innovative agility but also rehabilitates the psychological safety and spiritual meaning of educators.
Teacher professional development (TPD) confronts a critical gap between emerging technological capabilities and established pedagogical models, even as a fragmented literature stalls evidence-based innovation. Despite a substantial body of research, no unified typology exists to map TPD resources across theoretical, contextual, and methodological boundaries, leaving policymakers without coherent guidance. Guided by the PRISMA 2020 guidelines, this systematic review synthesizes theoretical and empirical scholarship to establish a comprehensive inventory of TPD approaches. An analysis of 12 seminal studies yielded 70 distinct resources across individual, collaborative, formal, informal, and technology-enhanced domains. While affirming the enduring value of transformative approaches such as Communities of Practice and action research, this review critiques the limitations of traditional transmission-based methods. It advances existing frameworks by making the case for sustained, multi-modal TPD firmly aligned with teacher agency and contextual relevance. Practically, the typology offers educators and administrators a structured roadmap for designing context-sensitive, evidence-based programs that prioritize collaboration over top-down training. Theoretically, it challenges Northern epistemic dominance by integrating Global South perspectives. Ultimately, the findings underscore an urgent need to evaluate the integration of AI and digital platforms systematically, bridging conventional practice with future-ready, culturally responsive teacher education ecosystems worldwide.
Alireza Karbalaei, Nazanin Sadegh· Revista Andina de Educación· 0 citations
This autoethnographic study investigates a TESOL teacher’s professional learning (PL) in a group setting, such as workshops, in Chinese English Language Centres (ELCs) from a sociocultural perspective. Drawing on a self-interview, entries from a twelve-month reflective diary, and institutional documents, including PL training documents and training notifications, the analysis highlights the tensions between PL activities—often fragmented, repetitive, and oriented toward test preparation—and the teacher’s broader professional aspiration. These tensions became productive sites of PL through the teacher’s ongoing efforts to navigate them, such as individual adaptation, reflective practice, and informal peer collaboration, shaped by personal, social, and technological factors. Specifically, contradictions related to institutional commercial goals, standardised teaching tools, and overwhelming workload not only constrained but also stimulated growth in the teacher’s learning. The findings suggest that teacher learning in marketised ELCs emerges through the negotiation of competing educational and commercial priorities across time. At the same time, the adaptive responses that supported learning also helped manage and absorb systemic tensions, contributing to the reproduction of existing organisational arrangements. The study contributes to understanding group-based PL in for-profit ELCs, a largely underexplored setting, and highlights the need for more collaborative, context-sensitive, and sustainable frameworks that involve both teachers and institutions in supporting teachers’ PL, which is essential for responding to the unique contradictions and competing demands shaping teachers’ PL in commercialised ELC contexts.
The rapid advancement of digital technology has transformed educational practices while simultaneously creating ethical challenges for students, including cyberbullying, digital plagiarism, misinformation, privacy violations, and the irresponsible use of social media and artificial intelligence (AI). These challenges indicate that digital literacy alone is insufficient without strengthening digital ethics and moral responsibility. This study aims to analyze the role of Social Studies learning grounded in Ki Hajar Dewantara's Tri-Center Education philosophy in strengthening students' digital ethics in the digital era. A qualitative approach was employed through a literature review by analyzing and synthesizing 42 scholarly publications published between 2018 and 2025, comprising peer-reviewed national and international journal articles, books, and policy documents from UNESCO and OECD. The literature was synthesized using a thematic synthesis approach involving literature identification, screening, coding, categorization, and interpretation to identify key themes and conceptual relationships. The findings demonstrate that integrating the three educational environments family, school, and community—creates a holistic educational ecosystem that effectively promotes ethical digital citizenship. Social Studies learning contributes to developing critical thinking, empathy, responsibility, integrity, collaboration, respect for diversity, and ethical decision-making in digital contexts. Furthermore, Ki Hajar Dewantara's educational principles of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa, and Tut Wuri Handayani, reinforced by the Among System, emphasize teachers' roles as moral exemplars, facilitators, and mentors in guiding students toward responsible digital behavior. The study's primary conceptual contribution is the development of an integrative framework that connects Tri-Center Education, character education, digital citizenship, AI ethics, and Social Studies learning as a foundation for strengthening students' digital ethics. This framework offers a culturally grounded and humanistic approach to preparing digitally responsible citizens who demonstrate moral integrity, critical awareness, social responsibility, and constructive participation in the increasingly interconnected digital society of the twenty-first century.
Ida Karim Ustawun Khasanah, Yanuar Bagas Arwansyah, Victor Novianto· International Conference on...· 0 citations
Civic Education has re-entered global education discourse as a mechanism through which school systems translate abstract commitments to democracy and sustainability into the everyday competencies of young citizens. In Zambia, the 2023 Competency-Based Curriculum repositions the subject as a vehicle for cultivating learners who are not only informed but demonstrably capable of participatory, ethical and sustainability-oriented action, a positioning that resonates with Vision 2030, the African Union's Agenda 2063 and Sustainable Development Goal 4.7. Yet the literature on how this positioning is realised inside secondary-school classrooms remains scattered across curriculum studies, comparative education and development-policy scholarship, rarely read against one another. This desk-based systematic review addresses that fragmentation by synthesising forty-two peer-reviewed articles, policy documents and institutional reports published between 2010 and 2025, identified through a PRISMA-aligned search of multidisciplinary databases and appraised for relevance and methodological credibility. Rather than cataloguing findings study by study, the review reads them against one another to establish where the literature converges, where it disagrees, and why those disagreements matter. It finds strong normative convergence around the desirability of competency-based, sustainability-infused civic learning, but sharp disagreement over whether curriculum reform alone can offset entrenched examination cultures, uneven teacher preparedness and thin contextualisation of global citizenship content. Building on this analysis, the review proposes a four-pillar Sustainable Development-Oriented Civic Education (SD-OCE) model and argues that re-conceptualising the subject requires simultaneous, rather than sequential, reform of curriculum, pedagogy and assessment. The paper closes with recommendations for policy actors, curriculum developers and teacher-education institutions in Zambia and comparable African contexts.
Unknown authors· International Journal of Edu...· 0 citations
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